Education remains a primary priority in Namibia and, therefore, a large portion of public expenditure since the beginning of the last decade has been allocated to education.
It is a notion that investing in education proves to be beneficial for the country’s economic progression and strengthened capacity to create and apply knowledge to improve productivity in critical growth areas in the long run. To improve the quality of education, various programmes were introduced to align educational ambitions with the country’s Vision 2030. One of the initiatives introduced by education law was the implementation of a school board for State schools in Namibia, an initiative that received numerous approvals due to its significance as far as educational progression is concerned. School governing bodies are introduced to ensure fair development and quality in the educational sector. Additionally, school boards or school governing bodies perform various mandates, ranging from the recommendation of teacher appointments to overseeing discipline and investigating misconduct for both teachers and learners in schools. Various interrogations on the distinctions between the board of directors seen in State-owned entities and the school governing body have gone unanswered. It is undeniable that the power
and functions placed in the hands of the school governing body as expressed in Education Act 16 of 2001 (17) indicate that the operation of any public
school is in the hands of its school governing body. Moreover, the ministry is doing exceptionally well by keeping the members of the school board abreast, trained and well informed of their role in education through leadership and management developmental training, which the school governing body is entitled to. It is, therefore, a clear indication that expectations are very high with the
aim of greater effectiveness and efficiency.
Furthermore, members of the board need leadership skills to exercise their duties
without uncertainties but commitment, loyalty and dedication towards their functions can only be ensured once there are rewards in place to compensate for their efforts. The public sector’s developmental transformation from traditional administration to new public management highlights a need for meritocracy in public institutions. This means that the public sector needs to emulate technical principles seen in the private sector tailor-made to enhance performance. For instance, an element of meritocracy should be added to the process of selecting the school governing body. Conversely, the addition of minimum requirements for school board members
in the framework can allow competent individuals who can introduce innovative ideas and make informed decisions about education to partake in school leadership. Moreover, placing schools in the hands of qualified and competent individuals, especially in the school management sphere, can prove to be instrumental in achieving educational goals. Although it is generally accepted that school boards’ role cannot be compared to board of directors functions we see in corporate entities, it does not mean that pitiable school board members should render their services free of charge. Their role involves sacrifices for their personal and business time to attend school management meetings, interviews and general school management duties at schools. It moreover involves loss of income needed for a living to attend unpaid school commitments. The school governing body’s work can be hard to measure, and its existence in school leadership is significant. Teachers and learners see them as overseers in a long absence of inspectors, cluster centre principals and senior educational office bears who are in most cases occupied with administrative duties.
Therefore, it is evident that the content of the school board in the Education Act 16 of 2001 should be amended to improve the technical, managerial and administrative approach to public education in Namibia. The law on public school boards clearly outlined the roles and duties to be performed by school board members. However, one of the key issues surrounding school boards in Namibia is the lack of proper remuneration for board members. Currently, many individuals willingly volunteer their time and expertise to serve on school boards, but the absence of financial incentives often limits the pool of experienced professionals who can dedicate themselves wholeheartedly to the improvement of education.
By providing
appropriate compensation for board members, we can attract and retain competent individuals who will bring invaluable knowledge and strategic thinking to the table. Also, rewarding board members will avoid regression and ensure progression as it will be an opportunity for school board members to be more responsive to stakeholders by offering value for money. Furthermore, restructuring the existing school board framework is crucial for streamlining the decision-making process and fostering effective accountability. At present, school boards often struggle with cumbersome bureaucratic procedures that hinder their ability to respond promptly to emerging challenges or make informed decisions. By introducing a more transparent and streamlined governance structure, schools can ensure swift action and promote a culture of accountability, ultimately benefiting both learners and teachers.
It is essential to acknowledge that the success of Namibian public schools heavily depends on strong leadership and visionary decision-making. With the proposed restructuring initiative, school boards would be empowered to fulfil their roles as strategic partners, working alongside school administrators and educators to shape the direction and policies of their respective institutions. By fostering collaboration and leveraging the diverse expertise present within school boards, we can collectively devise innovative approaches to address the unique challenges faced by Namibian public schools. Moreover, the need for adequate representation of stakeholders on school boards should not be underestimated. Parents, teachers, learners, and community members all have valuable insights that contribute to a holistic and inclusive decision-making process. By diversifying board membership and ensuring representation from various backgrounds, we can drive meaningful
change that reflects the needs and aspirations of all stakeholders involved in the education sector. In conclusion, the imperative need to restructure and remunerate school boards in Namibian schools cannot be overlooked. By addressing the existing challenges through appropriate compensation, streamlined decision-making processes, enhanced accountability and inclusive representation, we can create a conducive environment for effective governance and foster positive educational outcomes. It is time to prioritise the empowerment of school boards, enabling them to play an instrumental role in shaping the future of education in Namibia.
*Simon Nghinaeshindatila Simon Master of Business Administration (Public Sector Management) student at Unam.